What is the Correlation: Parenting Styles and Temperament Connections on Child Behavior
Degree Date
3-10-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Jean Rock
Abstract
One of the significant aspects of being a school administrator at all levels of K-12 education involves working closely with family members and caretakers of the students they serve. Often caregivers are outside the field of education and seek support from schools on how to serve their students' needs best while still grounding themselves in parenting the best way they know how. This dissertation research sought to understand the patterns between parents' and their adult children's perceived parenting styles and the temperaments displayed by children that contributed to their perceived successes and tribulations as an adult. This research provided questionnaire data and the rich narratives of six families, comprising both parents and their adult children, to illuminate patterns that reveal their distinct perceptions of success. Participants were thoughtfully recruited from colleges and universities across diverse regions of the United States. Through this study, individuals candidly shared their views on success, the influential role of parenting styles, and the interplay of temperament, providing valuable insights into how these factors shape their definitions of achievement. From this research, educators and parents may make intentional adjustments to better support building self-discipline for their child, which may not have been innate but can be intervened through reflection and adjustment. Finally, building on the participants' narratives and the data collected, this study provides recommendations for professional practices that are essential for creating environments that foster positive student outcomes and a strong sense of success. It advocates for meaningful collaboration between schools and families to establish a unified understanding of what success means. When educational meetings and collaboration take place between educators and caregivers, this study recommends how discussions around parenting styles and how their child responds most positively to be successful in school and beyond should take place. Having clear alignment between caregivers and educators around definitions of success as well as how a child responds to parenting and discipline only benefits the child more. Parents and caretakers may need to reflect on what parenting styles they identify with when raising their child, which often impacts how caretakers and educators collaborate to determine what their student most positively responds to. Additionally, the discussion delineates clear pathways for future research, concentrating on explicit parenting styles, varied participant groups, and the alignment of teaching methods, ensuring a comprehensive exploration of these vital areas.